Ethnographic Performance and Drama Education: A Meaningful Communication Between Researcher, Teacher, and Student

Abstract

This article maps, analyzes, and evaluates a study I conducted in which I transformed data generated from an ethnographic research project about a school drama department into an ethnographic performance. A major finding of the project was that writing, workshopping, rehearsing, and presenting an ethnodramatic play can be an ongoing data-generation process that enhances the original research findings on which it is based. The theme of play, like the ethnography from which it was derived, was the factors that may influence the participation of boys within a drama program in a secondary school. As part of the project, the drama teachers and their students provided dramaturgical assistance to me as I developed the play, and I found that ethnographic performance was a suitable narrative form for me to share my findings with the research participants. My study also revealed that readers’ theatre is an effective type of presentation for an ethnographic performance when presented for, by, and about drama students and teachers in a secondary school.

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